Module 1. Getting to know you Unit 1. Can I do this?
Teaching-aims: P2 1. Using the introductory “ there” to express facts e.g. There‟s the red man. 2. Using imperatives to give instructions e.g. Cross! Go! 3. Using imperatives to express prohibitions e.g. Don‟t cross the road. 4. Using nouns to identify objects e.g. The traffice light‟s red. Focus and difficulty: 1. Use appropriae intonation in questions and statements. 2. To express more imperarives about the traffic. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Talk freely B. Using imperatives to make the sentences While-task procedure: A. traffice lights 1. Ask: What can you see on the road? 2. To elicit: traffic lights 3.. Ask the students to draw the lights and colour them. 4. Do actions B. stop wait go 1. Ask: You see the red traffic light ,what do you do? (present the other two words using the same way) 2. To elicit: stop wait go 3.Quick response 4. Ask them to work in pairs. C. There‟s the (green) man. Cross! Don‟t cross. 1. Invite two students to draw two men. One is red. The other is green. A: Ask and answer about the daily life. B: Make sentences. *Don‟t climb the trees. etc. 1. Discuess and answer. 2. Learn the words. 3. Draw and colour the lights 4. Look and response. *The traffic light is red. etc. 1. say and show the body language. 2. Learn the words 3. Listen and response 4. Work in pairs: S1: Jack, we are on Wande Road. Look, the traffic light is yellow. S2: Wait. 1. Draw and colour. 2. To elicit: the red man and the green man. 3. You see the red/green man,what do you do? 4. To elicit: Cross the road. Don‟t cross the road. 5. Play a game: Help a blind to cross the road. Post-task activities 1. Play the cassette twice. 2. Ask them to act out the dialogue. 3. Play a game: A train 4. PC P1 5. Do you know if we walk or cross the road, where we should walk and can you make more phrases with “cross”? 6. Say the rules about the road safty. Board Design: 2. Learn and say 3. Try to say. 4. Learn and say. 5. S1: I‟m a blind. Can you help me? Ss: Yes. S2: There‟s the red man. Ss: Don‟t cross the road. 1. Listen and repeat. 2. Act out the dialogue with you friend. 3. Play a game. 4. Do the exercises 5. Try to say: * pavement zebra crossing Cross ______ Road. Cross the river/sea. 6. Think and make the more sentences. Feedback 这课是关于交通灯的，内容应该还是比较简单的，但是学生的比较薄弱，反馈的效果不好，连traffic light的读音都有问题，让我觉得有些没底了。 Module 1. Getting to know you Unit 1. Can I do this?
Teaching-aims: P3 1. Using modals to ask for permission. e.g. Can I go out, Mum? 2. Using formulaic expression to reply to requests e.g. Here you are. Focus and difficulty: 1. Using appropriate intonation in questions and statements. 2. According to the pictures or the information,express the sentences , including ______ can__________. Can I _______? Yes/no. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A.Say sth. about the road safety. Make dialogues. B. Revision 1. Make some phrases. 2. Review: Can… Yes/no. While-task procedure: A. Have some /a … 1. T: Are you hungry/thirsty? To elicit: have some/a … 2. T: I‟m hungry/ thirsty. 3.. Practise by themselves. B. It‟s raining. 1. Draw the picture to elicit the sentence. 2. Response: T: Look, it‟s raining. C. It‟s dinner time. 1. Presentation T: Oh, it‟s twelve. It‟s dinner time. (Do action) 2. Using modals to make the sentences. 3. Work in pairs A. Say the sentences they‟ve learnt. Work in pairs on P2 1. S: go out , watch TV etc. 2..Express the sentences: Can you/he/she/I… (park rules, traffic rules…) 1. Say and learn 2. Make phrases “have …” 3. Work in pairs. S1: Oh, it‟s hot. S2: Please have some tea. 1. Learn the sentence. 2. Ss: Take an umbrella. We can‟t go out. Put the raincoat. 1. Learn and say. 2. Ss: It‟s seven o,clock. It‟s school time. 3. Ask and answer: S1: What‟s your dinner time? S2: At __________. D. Play the cassette. Students follow in their books. E. Practice 1. Read and play the role 2. Talk by T and Ss (P1)T: Can Ben go out? 3. Ask the students to give the more answers according to the four picture. Post-task activities 1.Ask some question . Can I cross the road? Can I play the drum? Can I go out? Can I have some cakes? 2. PC P2 3. Wb P1 Board Design: D. Listen and repeat. 1. Read “ Look and say” , then act out it in pairs. 2. Answer: No, he can‟t. it‟s raining. (Students do the rest ) 3. Think and try to say: (P4) Can I watch TV? ----- Yes, you can. ----- No, you can‟t. It‟s bed time. ----- No, you can‟t. Do your homework 1. Give the difficult answers. Yes, you can. No, you can‟t. (Why) 2. Do the exercises Feedback 看似简单的一课，其实是一种表示请求的用法，学生在some和any间出现了混淆，我在课上加强了指导，但收效不是很大，尤其在练习的环节上，出现的问题更多，看来以后还是要加强指导。 Module 1. Getting to know you Unit 1. Can I do this?
Teaching-aims: P4 1. Using imperatives to give instructions e.g. Go out this way. 2. Using imperatives to express prohibitions e.g. Don‟t smoke. 3. Using the present continuous tense to describe an action e.g. They are going out. 4. Using “Wh”questions to find out various kinds of specific imformation about the object. e.g. which sign means …? Focus and difficulty: 1. Be able to identifythe signs 2. Using “Which sign means…” to find out the imformation Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Say some rhymes. B. Revision: Show some signs, using imperatives to express prohibition. While-task procedure: A. undergroung station 1. Show the sign of the under- ground station., to elicit it. 2. Tell some underground stations they know. 3. Show the slide of picture 1. Ask: *Where are they going? *Which sign means “Zhong shan Park underground” ? To elicit: This one. B. They are waiting for the train. 1. Show the slide to elicit it. Ask: What are they doing? 2. Play a guessing game. C. Teach “Picture 3” 1. Ask students to ask the questions according to the picture. To elicit : smoke A. Pop English. B. Say “Don‟t …” accroding to the signs. 1. Learn and say. 2. Say the underground stations. ______ underground station 3.Answer the questions. Learn and imitate. 2. S1: Do action. S2: (Guess) Are you waiting for the (bus). 1. Make the questions: * Where are they? * What are they doing? *Are they eating or drinking? * Are they smoking? 2. Ask: *Which sign means “Don‟t eat or drink/ Don‟t smoke”? *Where can you see the signs? D.Practice 1. Play the cassette. 2. Ask them to retell the text. 3. Stick the signs on the board. Ask them work in pairs. Post-task activities 1. PC P3 2. WB P2 Board Design: 2. Answer the questions. 1. Listen and repeat. 2. Look at the slide and talk about them. 3.Work in pairs S1: Which sign… S2: (Point and say) This one. 1. Do the exercises. Feedback 这是本Unit难度最大的一课，在教学过程中，发现学生的朗读都存在很大的问题，这是与生活相关的一课。但是，有的东西与我们实际还存在着一定的差异，所以，我又加强了人文方面的熏陶。
Module 1. Getting to know you Unit 1. Can I do this? Teaching-aims: P5 1. Using imperatives to express prohibitions e.g. Don‟t make a noise. 2. Using formulaic expressions to express apologies e.g. I‟m sorry,Miss Fang. Focus and difficulty: 1. Use appropriate intonation in statements 2. Learners talk about common school prohibitions Teaching procedures: Teacher‟s Activities Pre-task preparation: A. Revision: Ask students to say what they should not do in the park/school/ library /playground/road. While-task procedure: A. Play the cassette. B. Ask the students to look at the signs in “Read and write”. Match the signs with the picture. C.Work in groups. Refer to the picture in “Read and write” and practise acting a story similar to the one in “Say and act”. D. Choose a sign to act a story. Board Design: Student‟s Activities Method Time A. Using “Don‟t…” to express prohibitions in each place. A. Listen and repeat. B. Look and match the signs and pictures. C. Discuss and play the roles. D. Act out the story they made. Aid Feedback Module 1. Getting to know you Unit 2. This is what I want
Teaching aims: P6 1. Asking “Wh-“ questions to find out specific information e.g. What do you want, Alice? 2. Using the simple present tense to make requests e.g. I want some paper, please. 3. Using formulaic expressions to reply to requests e.g. Here‟s some paper. Focus and difficulty: 1. Learners practise asking for items in the classroom. 2. Here is/are …(Pay attention to the uncountable noun) Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Daily Talk A: Ask and answer by the students. B. Review stationery items. B: Say the classroom objects. Don‟t repeat. While-task procedure: A. What do you want? I/We want … 1. Make the situations to elicit the 1. Learn and say. sentences. E.g. Answer: I want… T: If you are hungry/thirsty, what We want… do you want? 2. Using the sentences to practise. 2. Ask and answer freely 3. Work in pairs. 3. S1: I have an apple and an orange, what do you want? S2: I want … B. Here ‟s /are … Thank you very much. 1. Make the conversation to elicit 1. learn and say. the sentences. 2. Practise by T and Ss---- Ss 2. S1: I want some paper. S2: Here is some paper. S1: Thank you very much. C. Teach : glue tape scissors 1. Show the objects to elicit them. 1. learn, spell and say. 2. Touch and guess: What is it? 2. Touch the objects and guess. 3. Using the sentences they‟ve 3. S1: What do you want, a just leart to practise the words. bottle of glue or a tape? S2: … 4.Ask the students to be teachers to tell us the classroom objects they know. Post-task activities 1. Work in groups: in “Ask and answer” 2. WB P3 Board Design: 4.To be the teacher and tell the class the classroom objects they know. e.g. wapping paper ribbon envelope stamp etc. 1. Ask and answer in groups, each group contains three students. 2. Do exercises. 师生 Feedback want的句型是本学期的重点，虽然与以前学的like的很相近，但学生还是不能理解，在今天的课中我还与后面的need句型想结合进行了扩展，以方便于后面的学习。
Module 1. Getting to know you Unit 2. This is what I want
Teaching aims: P7 1.Ask “Wh-” questions to find out specific imformation e.g. What do you want? 2. Using the simple present tense to make requests e.g. I want a Mcchicken and some orange. 3. Using attributive adj. To describe objects e.g. a large Coke Focus and difficulty: 1. Use appropriate intonation in words. 2. Pay attention to the sentence: _______ wants __________. Teaching procedures: Teacher‟s Activities Pre-task preparation: A. Talk freely. B. Revision: Ask the students to draw McDonald‟s trade mark C. Ask: Do you like to go to McDonald‟s ? What do you like to eat? Ask them to draw the pictures of the McDonald‟ food. While-task procedure: A. Teach: apple pie BigMac, McChicken 1. Ask the students to be the teachers to tell the class the words and pronunciation of the food. 2. Practise the words using the kinds of the sentences. B. Teach “ Look and Say” 1. Play the cassette. 2. Look at the food on the board and Practise. Student‟s Activities Method Time A: Talk about the hobbit, food , stationery, etc. B: Draw the trade mark. C.Answer the questions and draw the pictures on the board. 1. To be the teacher to tell the class . 2. Say sth. about the new words. 1. Listen and repeat. 2.1) Ss: I am hungry and thirsty. I want ___ and __. 2)S1: What do you want? Aid C. What does _______ want? He/she wants… S2: I want … 1. Ask one student “What do you want? Then ask the other student what he/she wants? To elicit: He/She wants… 2. A memory game Invite two students to the front, and tell the other students what they want . The rest of the class listen and try to remember. 3. Do a survey: Walk around the classroom and ask the classmates if they go to McDonald‟s, what do they want? Post-task activities 1. play the cassette again and do the listening exercises. 2. Play the role and act out the dialogue. Board Design: 1. Try to say: He/she want… 2. Listen and remember, then response : _____ wants … 3. Walk around the classroom and ask the classmates : What do you want? Then tell the teacher:_____ wants … 1. Listen and try to fill the blanks.(on the paper) 2. Work in groups: At McDonald‟s Feedback 上麦当劳的一课是同学们最感兴趣的，毕竟与生活实践非常贴近，可以说，这是开学至今大家上课最积极的一课。可喜的是，在发音上也很标准，可能真的是这课的内容比较吸引学生的注意吧。但毕竟不是每篇课文都如此的。
Module 1. Getting to know you Unit 2. This is what I want
Teaching aims: P8 1.Using the simple present tense to express simple truths e.g. I am hungry, I ‟ve got some… 2. Ask “Wh-”question to find out specific information e.g. What have we got? Focus and difficulty: 1. Be able to express the sentence: I‟ve got____________/ He/She‟s got ___________. 2. Using the food items to make the dialogues. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Speak English Make dialogues B. Revision: the food items “ to have” While-task procedure: A. have a picnic 1. Ask: If it is fine on Sunday, what are you going to do ? To elicit: have a picnic B. Teach: Look and Say 1. Show the wallpicture Ask: What are they doing? 2. Ask: What have they got? Give the students two minutes to remember what they have got. 3. Play the cassette. 4. Ask: What has _____ got? 5. Ask the students to draw some food items on the paper they like , ask each group: what have you got? Post-task activities 1. Talk about your room 2. Practise in “Ask and answer” 3. GB P6 A: Ask and answer B. Say the words quickly. Make the sentences. 1. Answer freely. Learn and say 1. Ss: They are having a picnic.(on board) 2. Read and remember what they have got. 3. Listen and repeat. 4. Ss: He/She has got … 5. Work in groups: Draw the food items on the paper and say together: We have got… 1. Think and introduce your room . * In my bedroom, I have got… 2. Ask and answer 3. Do exercises. Module 1. Getting to know you Unit 2. This is what I want
Teaching P9 1. Using “Wh-”questions to find out specific information e.g. What do you want? 2. Using modals to make requests e.g. Can I have some fish, please? 3. Using formulaic expressions to reply to requests e.g. There you are. 4. Using nouns to identify objects e.g. noodles vegetable Focus and difficulty: aims:
1. Be able to set up markets stalls and play shop assistants and customers using shopping lists. 2.”There you are.” is as the same meaning as “Here you are.” Teaching procedures: Teacher‟s Activities Pre-task preparation: A. Say the rhymes. B. Revision: Can…? While-task procedure: A. rice noodles vegetables 1. Show the pictures or objects to elicit them. 2. Make the sentences with the words. B. Teach “ Say and act” 1. Distribute a piece paper to each student. 2. Play the cassette. Listen and remember what Eric want, write Sth. on the paper. 3. Ask: What does Eric want for his dinner? To elicit: Eric wants… 4. Play the cassette once more. 5. Invite pairs of students to read the dialuges. 6. Tell the students: What do you want? Except answering“ I /We want…” , we can also say: Can I have…? Post-task activities 1. Ask students make a shopping list, ask them to refer to the pictures in “Say and act.” Student‟s Activities Method Time A: Pop English B. Make conversations by “Can…?” 1. Look , learn and say. Imitate and spell the words 2. Make the sentences with the new words. 1. Each one can get the paper 2. Listen and write the words you hear. 3. Say: Eric wants________. 4. Listen and follow. 5. Read the diaogue in pairs. 1. Write a shopping list. Work in groups and prepare to act Aid 2. Invite them to perform 3. Do listening exercises. (PC P6) 4. PC P5 2.Act out the dialogue they made. 3. Listen and complete the exercises. 4. Do the exercises. Board Design: Feedback 今天的课中有学生这样问：“老师，什么样的名词是不可数名词。”“物质名词都是不可数名词。”我顺口就答道。“那什么样的是物质名词？”我顿时语塞。这要和学生怎么解释那，毕竟纯语法的东西，还是学生很难理解的。课后不禁在想，这牛津教材，又要口语，又兼顾语法还真是难啊。
Module 1. Getting to know you
Unit 3. This is what I need
Teaching aims: P10 1. Using nouns to identify objects e.g. socks 2. Asking“Wh-” questions to find out various kinds of specific imformation about a person e.g. Kitty, what do you need for school? 3. Using attributive adj. To describe objects e.g. a new bag Focus and difficulty: 1. Use appropriate intonation in words. 2. Asking about and expressing needs. 3. The difference between “I want…” and “I need…” Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Sing a song. Make short dialogues Say the rhymes. B. Revision: 1. About stationery items 2. About clothes items. While-task procedure: A. shoes 1. Ask: How many pairs of shoes have you got? To elicit: shoes 2. Make sentences 3. Show any other shoes. To elicit: sport shoes leather shoes 4.Ask them to say Sth. about the shoes. 5. Ask: Do you know the brand of sport shoes? B. Socks 1.Show some socks to elicit: socks 2. Guess: What colour are your classmate‟s socks? 3. Talk about the socks. If you‟re the shop assistant, please introd- uce your goods for the people. C. uniform 1. Say: Today you are pretty, you look orderly. Do you know WHY? To elicit: uniform 2. Ask: Who also has uniform? Sing Unit 3. This is what I need Teaching aims: P11 1. Asking “Wh-” questions to find out various kinds of specific information about an event e.g. What do we need? 2. Using indefinite determiners to refer to an unspecifide anount/number of thing e.g. We need some … 3. Using the simple present tense to express opinions e.g.That smells good. Focus and difficulty: 1.The food items for making a cake and other food. 2. Uncountable nouns: salt sugar butter milk flour jam Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Daily Talk B. Revision 1. Ask and answer by“ What do you need for …” 2. Say the food for your breakfast or snack. 3. Say the word about the table set, to elicit: bowl 4. Can you find out the words with the same pronunciations. While-task procedure: A. sugar salt 1.Let the students taste the two things, to elicit: salt sugar 2. Taste and guess, what is it? 3. Say sth. about them. 4. Ask: What do you need for cooking? B. Teaching“ Read and say” 1. Show a cake and ask: What is it? How does it smell? To elicit: cake. That smells good. 2. Ask: How to make a cake? What do we need? (write the key words on the board.) 3.Play the cassette. 4. Ask: What do Eric‟s mother need to make their cake? (write the rest words on the board.) 5. You think what they do after making the cake . To elicit: make cake-----bake the cake Post-task activities A. Daily conversation. 1. Using the sentence to ask and answer. 2. S: cake , bread, etc. 3. S: spoon, knife,etc. 4. S: flower---flour, etc. 1. Taste , learn and say. 2. Taste and guess. 3. S: They look like. They are white. Taste them, sugar is sweet. Salt is salty 4. Say and learn the words: edible oil, vinegar, pot 1. Look, smell and learn. 2. Think and try to answer. 3. Listen and follow. 4. S: They need __________. 5. Think and learn. 1. Practise the dialogue. 1. Act out the dialogue. 2. Read: Have a few pairs read 2. Read the dialogue in the dialogue in “Ask and “A&A” answer.” 3. Group work. Ask the more 3. Think and discuss if you able students/the more less make the fruit jelly or iced students to find out the food lemon tea, what do you items they need to make fruit need? jelly/ iced lemon tea, remind S1:Can I have some..,please? them to include bowls, cups, S2: Here you are. etc.. S!: Thank you. 4. WB P6 4. Do the exercises. Board Design Feedback “Let‟s是哪两个单词的组合？”“let is”下面的异口同声让我都不知道说什么了。“let‟s是let us, let后面加的是宾格。”看着他们的点头，觉得孩子们真是天真，但学习的重担又让他们的脸上严肃了很多。 Module 1. Getting to know you Unit 3. This is what I need Teaching aims: P12 1. Using the simple present tense to express simple truths e.g. We‟ve got some water. 2.Using the simple present tense to make requests e.g. We need some scissors. 3.Using conj. To link contrasting ideas e.g. …… but we need some paints. Focus and difficulty: 1. The usage of Conj.”but” 2.Imitate the modal to ask and answer by “_______but________.” Teaching procedures: Teacher‟s Activities Pre-task preparation: A. Talk freely. B. Revision: I can_________, but I can‟t _______. I /We have got ____, but I/We haven‟t got ___________. While-task procedure: A. We‟ve got some water but we need some paints. 1. Say: I want to draw a picture. Now I have some water, Can I draw. What do I need? 2. Lead them to practise. Post-task activities 1. Play the cassette. 2. Lead them to ask the questions about the two pictures. 3. Ask them to refer to the “Look Student‟s Activities Method Time 1. Try to say: You have __________, but you need _____________. 2. S1: I want to draw a picture , now I have some colour pencils. S2: You have some pencils, but you need some paper. 1. Listen and follow. 2. S1: What have Alice and Kitty got? What have they got? S2: They have got_____, but they need______. 3. Work in groups, act out Aid and say” and act out them. 4. Ask them to look at the pictures in “Ask and Answer” and practise in pairs. 5. PC P7 the dialogues 4. Work in pair in “A&A” 5. Do exercises. Module 1. Getting to know you Unit 3. This is what I need Teaching aims: P13 1.Using conj. to link contrasting ideas e.g. Kitty has a uniform but it is small. 2.Using predicative adj. to describe objects e.g. It is cheap but it is nice. Focus and difficulty: 1.Look at the picture and retell the text. 2.Attributive/predicative adj.: new old dear cheap Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: A. Review conj. to link contrasting A.Make sentences by “but” Ideas. _________ but ______. While-task procedure: A. dear cheap 1.Make a situation: go shopping 1.Make the conversation in and want to buy a bag. the shop. (Show two bags with the the price tag, 100 Yuan and 20 Yuan) To elicit : cheap dear 2. Ask them to make sentences 2. Make the sentences: S1: My watch is 200 yuan, it is dear. S2: Look at this ballpen, it is cheap. It is only 0.5 yuan. B. It is adj. But it is adj. 1.Show an old story book. 1. Answer and learn the Ask: Is this story book new? simple sentence. But I like this book. I can Read some famous fairy tales. (let the students using “but” to link Try to say: The story book is contrasting ideas.) old but it is nice. 2. Ask the students hold up one of 2. Take up one thing and say your thing and say by the sentence. It is ______but it is_____. C. Teaching “Look and read” 1.Play the cassette. 1. Listen and follow. 2. Ask a few students to read the 2. Read the text. text. 3. Lead the students to ask some 3. Ask and answer questions to the classmates. *Has kitty got a uniform? *Why does Kitty need a new uniform? * Where are they? *What are they looking at? *Which uniform does Kitty want? *How much is it? *is it dear? *Does Mrs Li buy it? 4. Ask the more able students to retell the text. Post-task activities 1. Ask the students to work out the sentences.in “Read and write” (oral practice) 2.Write the sentences in the book. 3. PC P8 4. WB P8 *Which uniform does Mrs Li buy? *How is the new uniform? 4.Look at the slide and retell the text. 1. Have volunteers read out the sentences. 2. Write in the book. 3. Do exercises. Board Design Feedback Module 2 Me, my family and friends Unit 1 Me Teaching aims: P16 1.Using the simple present tense to describe habitual actions e.g. This is the way I wash my face. 2. Using Prep. To indicate time e.g. … at half past one in the afternoon. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1.Say the phrases about your daily life. 2. Review the time: Hold up a clock and ask the time to the class. 3. Pop English While-task procedure: A. I ______ at __________. 1. Set a clock and say: I get up at six o‟clock in the morning. I go home at half past four. (on board) 2. Each student say a sentence like this. B.Sing and act 1. Play the cassette,students listen and follow their books. 2. Learn the song. 3.Substitution 4. Split the class into two groups. Students A sing and do “in the Morning.” Students B sing and do “ in the afternoon.” 5. Ask the class to sing and act the Student‟s Activities Method Time 1. Say the phrases they knew. 2. Look at the clock and say out the time. 3. Greeting with the classmates. 1. Listen and learn. 2. Ss: I _____ at ________. 1. Listen and learn. 2. Sing the song follow the tape. 3.Using the other phrase instead of the original. 4.Sing the song in groups. 5.Sing the song together. Clock Clock Cassette Aid C. Point ,sing and act 1.Ask one student say: I___ at __. 1. S1: I get up at six. 2. Say: S1 gets up at six. 2. Learn and learn. (on board) 3. Ask them work in pairs. 3. S1: I ride my bicycle at five o‟clock. S2: He rides his bicycle at five o‟clock. 4. Learn the song. 4. Listen and learn the song, then sing it together. Post-task activities 1.A new song. 1. Read the timetable and Draw a timetable on the board, prepare for the singing. divide the table into three rows. Then the whole class sing Write down the activities he/she together. usually does in the morning/afternoon/evening. 2. GB P13 Board Design: I get up at six o‟clock. He/She ges up at seven o‟clock. Group A (in the morning) Get up Wash my face Group B (in the afternoon) Play games Go home whole song together. Cassette Group C (in the evening) Paly the guitar Go to bed -s : rides comes gets wants needs eats cleans reads -es: washes watches does goes Feedback 一般现在时，是小学阶段对于学生来说最难的内容，学生大都不能很好的理解。于是在课堂上，我用进行时一起进行比较，说的时候大家都回答得较好，但在书面练习时，效果就差强人意。 Module 2 Me, my family and friends Unit 1 Me Teaching aims: P17 1. Using the simple present tense to describe habitual actions e.g. I go to school at half past seven. 2. Ask “Wh-” questions to find out the time e.g. What time do you get up? 3. Using prep. To indicate time. E.g. I go to bed at nine o‟clock. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: 1. Revision a. Sing the song on P16 b. Using the simple present tense to describe their daily life. While-task procedure: A. What time do you get up? 1. Ask this question and write it on the board and elicit it. 2. Practise in pairs. 3. Play the cassette and follow it. 3. Ask the students to be Ben and describe his daily life. B. Think and write 1.Encourage the students to talk about themselves by asking the questions. 2. Write in their own information to complete the five sentence. 3. Ask the students to compare the time they do the same activity. C. Look and write 1. Play the cassette “Ben‟s day” once more, remember the time and try to answer the questions. 2. Ask: What time does Ben go to school? (on board) To elicit: He goes to school at seven. 4. Ask the students to ask the questions like the teacher. 5. Ask the students to tell the deskmates when Ben does the activities in “Look and Say” 5.Work in groups a. Sing the song together. b. Ss: I _____ at _______. He/She ____ at _____. 1. Listen, learn and say. 2.S1: What time do you … S2: I _____ at _______. 3. Listen and follow the tape. 4. Ss: I‟m Ben. I __ at ___. 1. Think and answer. 2. Think and write. 3. e.g. He gets up at half past six but I get up at seven o‟clock. or He watches TV at seven p.m. but I do my homework at seven p.m. 1. Listen and rember the time when Ben do sth. 2. Try to answer: He goes to school at seven. Ss: What time does Ben… 4. Work in pairs: e.g. Ben does his homework at half past seven. 5. S1: What time do you come home? S2: I come home at five. S3: What time does S2 come home? S4: He comes home at five. 6. Invite the students to write the 6. Write the answers on answers in”look and write”. own book. Remind them to add “s” or “es” after the action verbs. Post-task activities 1. WB P9 2. PC P9 Feedback 写话对于五年级的学生来说也是一个重点内容，在考试中也时常有出现。也是在经过了一段时间的学习后，让他们写上几句，欣喜的是他们有了一定的格式，但是错误还是比较明显的，尤其是在一般现在时的运用上更是错误连连。 Module 2 Me, my family and friends Unit 1 Me Teaching aims: P18 1.Using the simple present tense to describe habitual actions e.g. They eat their dinner at half past seven. 2. Ask “Wh-” questions to find out the time e.g. What time do you get up, Mr Cat? 3. Using prep. To indicate time. e.g. Min and Mog go home at six o‟clock in the morning. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Describe your daily life orally. While-task procedure: A. Say and act 1. Say: Let‟s meet Mr Cat.(Ask one student will be Mr. Cat) 2. Ask the students ask some questions to Mr Cat. Understand its habit. B. Look and read 1. Say: Let‟s meet Min and Mog, two lovely cats. 2.Ask the students to look at the book and read the sentences silently. 3. Play the cassette. 4. Put the wallpicture for 18 on the board. Let the students ask and answer. Student‟s Activities Method Time 1. Ss: I _______ at ______. 1. One student will be Mr Cat. 2. Ask some questions to Mr Cat. e.g. Mr Cat, What time do you …? 1. Know the names of two cats. 2. Read and learn by themselves 3. Listen and follow. 4.Ask and answer 1)What time do Min and Mog get up? 2)What time do Min and Mog go outside. 3)what do they do? 4)What time do they eat their dinner? 5)What do they eat? 6)What do they do at six o‟clock in the morning? mask wallpicture Aid Post-task activities 1. PC P10 2. WB P10 3. GB P15 7)What do they do? Module 2 Me, my family and friends Unit 1 Me Teaching aims: P19 1.Using the simple present tense to describe habitual actions e.g. I get up at half past six in the morning. 2. Ask “Wh-” questions to find out the time e.g. What time do you get up in the morning? Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: 1. Revision a.Describe your deskmate‟s daily life. b. Each student say a sentence about their daily life. While-task procedure: A. Do a survey 1. Play the cassette 2. PC P11. Students take turns to ask a member in the group about when they do the activities. The other students in the group record the answers. 3. Ask the students to read the sentences in “Read and write” when they have complete their survey. 4. The students confirm the information they have collected with the group members. 5. Draw a similar survey form on the board. Ask them to write down the number of students in the appropriate boxes. 6. Invite the students to read their reports to the class. Post-task activities 1. PC P12 2. GB P16-17 a. Point their own deskmates and say: He ___ at _____. b. Ss: I ______ at _______. 1. Listen and follow. 2. Work in groups.(four students make a group) S1: What time do you eat breakfast? S2: I eat breakfast at seven. 3. Know the meaning of “Read and write” 4.e.g. In our group, Two children get up at six. Two children get up at seven. 5.Write down the number of students in the boxes. 6. Read the reportstogether. Module 2 Me, my family and friends Unit 2 Are you happy? Teaching aims: P20 1. Asking simple questions to obtain “Yes/No” responses e.g. Are you happy? 2. Using imperatives to give instructions e.g. Clap your hands. Focus and difficulty: Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Pop English 2. Practise Verb. Phrases by playing “Simon says” e.g. Clap/wave your hands. Wash your face. Stamp your feet. Nod your head. Stand up. Sit down. Open your books. etc. While-task procedure: A. clap nod shout wave shake 1. Write the words on the board. Write some words attach to them. (map not out bake) 2.Ask the more able student to be the teacher.(pronunciation) 3. Teach the meaning of the words by body language. 4. Ask them to make phrases. B. Sing and act 1. Play the cassette. 2. Play the cassette again. 3.The third time, students listen, sing and act. 4. Divide the class into four, each group sings and acts an action. Student‟s Activities Method Time Aid Post-task activity A new song Encourage the students to sing the song again by adding more commands.(e.g. Touch your hair/nose/ears. Wash your hands/face, etc.) 1. Say “Actions” 2. Play a game: listen carefully and respond. 1. Look and think , how to read these words correctly. 2.One student will be the teacher,the others follow him. 3. Learn and act. 4. Using the verb. To make the phrase. 1. Listen and follow. 2. Listen and act. 3. Students listen,sing and act. 4. Work in group: sing and act. Make the new song by adding more commands. Module 2 Me, my family and friends Unit 2 Are you happy? Teaching P21 aim: 1. Using conj. to express alternatives e.g. Is Kitty hungry or full? 2. Using predicative adj. to describe people e.g. She is hungry. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Sing a song on P20 2. Revision: 1)Say the opposite words 2) Invite some students to act with different expressions. 3)Use adj. to describe people While-task procedure: A. sick 1. Using the body language or a sick face to elicit it. B. Is Kitty hungry or full? 1. Invite students to act with different expressions to elicit it. ( on board) 2. Practice 1) Imitation 2) Practise by T and Ss T: Are you ______ or ______? 3) Point to each face and work in pairs. Student‟s Activities Method Time 1. sing a song. 1) e.g. happy--sad 2) e.g. hungry thirsty full sad angry afraid tired happy 3)e.g. Name is adj. Why ? 1. Look and learn. 1. The students come to the front and act with different expressions. 1) Read the sentences. 2) Ss: I‟m __________. 3) Work in pairs. S1: Is Name ____ or _____? S2: He/She is __________. Aid C. Read and answer 1. Students ask and answer the questions. 3. Ask students to write the answers on the board. D. Say and act 1. Play the cassette. 2. Divide the students into three. Ask them to use the dialogue in “Say and act” to ask and answer about the feelings of the other characters. 3. Ask them to act out it. 1. Answer the questions orally. 2. Write the key on the board. 1. Listen and follow the tape. 2. Work in groups. Act out the dialogue in “Say and act”. 3. Do the role-play. Post-task activity 1. PC P13 2. WB P11 Board Design Feedback 选择疑问句和回答是个难点，尤其是和一般疑问句的回答相比较。在听力的考核中是个重点。课文的教授中，还加入了ill和sick的差别。 Module 2 Me, my family and friends Unit 2 Are you happy? Teaching P22 aims: 1. Using the ximple present tense to express simple truths e.g. Kitty,it’s your birthday on Saturday. 2. Using “Wh-“ questions to find out various kinds of specific information about a person e.g. Which bag does Kitty want? 3. Using the simple present tense to express interests e.g. I don‟t like the black one but I like the green one. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: 1. Revision 1) the simple present tense T: What do you want for school? 2) Ask: If you are hungry or thirsty, what do you like? What don‟t you like? While-task procedure: A. She/He doesn‟t like… 1. On board: I like the blue bag. I don‟t like the blue bag. She likes the red bag. She doesn‟t like the red bag. (Compare the two sentences, find out the differences of them. 2. Turn the following into negative sentences orally.(on board) B. Which bag do you like? 1. Collect some classroom objects and put them on the desk.(the same kind, different shape, color or size) Say: I‟ve got some pencils. This pencil is short. That pencil is long. Which pencil do you like? (on board) 2.Using the objects to work in pairs. C.Read and Write 1. Ask the students to read silently. 2. Play the cessette. 3. Ask some questions about it. (S—T S---S) What day is Kitty‟s birthday? What does Kitty want? Which bag dies Kitty want? 1) S1: I want a new bag. S2: He wants a new bag. 2) S1: I like rice. S2: I don‟t like rice. 1. Look, think and find out the differences of them. 2. Change the sentences into negative sentences orally. 1. Put the objects on the board. Try to answer: I like the (short) one. 2. Ask and answer. 1. Read the text silently. 2.Listen and follow the tape 3. Ask and answer according to the dialogue. Which bag dies Alice want? Which bag dies Ben want? 4. Ask them act out the dialogue with their group member. 5. Students work in pairs to put √ × in the table. Ask them to find out which bag each character wants. 6. Ask and answer by themselves. D. Ask and answer 1. Play the cassette. 3. Work in pairs with a different partner. Post-task activity WB P12 4. Act out the dialogue in “Read and write.” 5.Put √ ×in the table 5. S1: Which bag does Kitty like? S2: She likes_________ She doesn‟t like____ 1. Listen and follow the tape. 2.S1:Does Kitty like the black one? S2: No, she doesn‟t like the black one but she likes the green one. S3: Does ___ like the green one? … Board Design: I like the blue bag. 1. He goes to school at seven. I don‟t like the blue bag. 2. She wants a pair of glasses. She likes the red bag. 3. Ben comes home at four. She doesn‟t like the red bag. 4. Alice rides her bicycle at five a.m. Which pencil do you like? I like the ________ one(pencil). Put the following into negative sentences. Change the sentences 1.You want a new bag. 1. I want a new dress. 2. She likes yellow rulers. 2. He likes the yellow bag. 3.I get up at six o‟clock. (否定句, 一般疑问句, 肯否回答, 划线提问) 4. He reads the book in the evening. 5. Denny likes to eat chocolate. Module 2 Me, my family and friends Unit 2 Are you happy? Teaching P23 1.Using nouns to identify objects e.g. cabbage 2. Asking “wh-“ questions to find out various kinds of specific information e.g. What do you like? 3. Using conj. to link contrasting ideas e.g. I like water but I don‟t like tea. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1.Pop English 2.Review the food vocabulary items. Divide the menu into six parts: Meat and Fish, vegetables Rice and noodles, Fruit, Desserts, Drink. While-task procedure: A. menu 1. If you sit in the restaurant, what will the waiter give you ? To elicit: menu B . carrots cabbage sausages patatoes 1. Hold up the pictures of these food on the board. Ask students to put the pictures in each part accroding to the different kinds. 2. Ask one of them to be the leader, others follow him/her. 3. Describ and guess. Student‟s Activities Method Time 1. Say and act. 2. Draw the pictures about the six parts. Sort out the food vocabulary which the students have learnt. 1. Try to say. 1.Put the pictures in each part. Then put the word cards under the pictures. 2. Imitate the words. 3. S1: It‟s long and red. Touch it,it‟s smooth. Ss: A sausage. aims: Aid 4. Encourage them to say any other food they know. C. vegetables desserts 1. Point to the pictures and introduce them. 2.Say any other word about vegetables or desserts, teacher write down. D. What do you like? What don‟t you like? 1. Write the sentence on the board. 2. Using the two questions to practise. E. Read and act 1. Play the cassette. 2. Ask the students to read the two questions in “about you”. Ask them to write down all the food items they like and dislike. 3.Ask and answer in “Look and read” 4. Ask them to work in pairs again to look at the answers of their partners in “About you”. ask them to find out what they both like and dislike. 5. Invite groups to report back. Post-task activity 1. Make a menu Distribute drawing paper to each group, draw the menu, write the 1.Look and say. 3. Such as: tomato lettuce cucumber, etc. 1. Look at the menu and ask the students 2. Work in pairs, ask and answer. I like ___but I don‟t like ___ 1. Listen and follow it. 2. Write on the book: I like______________ but I don‟t like ____________. 3. S1: What do Min and Mog like? And what don‟t they like? S2: They like _____ but they don‟t like _______. 4. Ss: We like ________. 5. S1: What do you like and what don‟t you like? S2,3: We like ______ but we don‟t like _____. 1.Make the menu by themselves. words on it, including the price. 2. Wb P13 Feedback What don‟t you like?在平时的日常用语中出现的不多，所以学生不是很熟悉，在课文中加强了学习。而菜单中出现了大量的单词，让学生一下子没有了头脑。我们采取了分段记忆，给了大家信心，尤其是一些基础本来薄弱的同学，也有了一定的积极性。 Module 2 Me, my family and friends Unit 3 A birthday Party Teaching P24 1. Using nouns to refer to dates e.g. My birthday is on the fourth of February. 2. Ask “wh-”questions to find out various kinds of specific information about a person. e.g. When‟s your birthday, Kitty? 3. using prep. To indicate time e.g. My birthday is on the fourth of February. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time aim: Aid Pre-task preparation: 1. 1. Revision 1) Cardinal numbers by asking students to do some counting. How much is ten plus thirty? How many … are there …? 2) Review the months Ask: Which month do you like? Why? While-task procedure: A. ordinal number: first second third 1.Have a competition. Who can run fast? To elicit: first second third. (On board.) B. ordinal numbers: 4th-----99th 1. Ask students write the cardinal numbers on the board. 2. Make an example on the first number of each row. (four-----fourth) 3. Encourage students do the rest. 4.Ask them to look at the book on P25. 5. Ask them to find out the rules. C. On the fourth of February 1. Elicit the phrase straightly. 2/4(Feb.4): the fourth of February February the fourth 2.Practice (May. 1 Jun. 1 Mar. 8 Sep. 10 Apr.5 Feb. 14) 1) Listen and answer the questions. 2) S1: I like May. My birthday is in May. 1. Try to say: ______ is the first/second/ third. 1.Write the cardinal numbers on the board. (4—12 13—19 20—90 ) 2. Look and think. 3. Try to add “th” behind the cardinal number. 4. Read the book on P25, and try to correct the ordinal numbers on the board. 5. Find out the rules. (fifth twelfth twentieth …) 1. Look and read. 2. Look at the board and respond the date. 1. Listen and follow it. C. My birthday is on__________. 1. Play the cassette. 2. Ask the students to circle their birthday on the calendar in “Look and Say”. 3. Invite the students to write their birthdays in ordinal numbers on the board. 4.Practise in the whole class. 5. Invite the students to report back. Post-task activity 1. Play a remember game 1)Arrange the students to sit in rows. Ask the last student to come to your desk. Give a card to each of them and ask them to remember. Check them if right or not. 2. Circle their birthday on the calendar. 3. Write the birthdays in ordinal numbers on the board, then tell the class. 4. Talk about the date of own birthday, and tell to the class 5. Feedback: Student‟s name birthday is on ___________. 1)Look at the card and remember the date on the card. 2)Pass the word to the student sitting in front of them. 3) The first student of of each row writes the message on the board. Feedback 生日是个最大的难点，因为单词的难度相对比较大，量也大，而且句型对于学生来说也有很大的难度。这种模式以前也没有出现过，学生又开始出现了抵触的心理，我又开始犯愁了，单词的背诵是英语学习中的重点，而这关过不了学生的英语成绩是很难提高的。该怎么办那？ Module 2 Me, my family and friends Unit 3 A birthday Party Teaching P25 aim: 1. Using nouns to refer dates e.g. twenty---first 2. Asking “wh-”questions to find out various kinds of specific information about a person. e.g. When‟s your birthday ? 3. Using the simple present tense to express simple truths e.g. My birthday‟s on the… of … 4. Using prep. To indicate time e.g. My birthday‟s on the … of … Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Student‟s Activities Method Time Aid Pre-task preparation: 1. Sing the song. 2. Revision 1)the ordinal numbers. 3) Show a calendar, there are some dates on it.(They are the dates of the students‟ birthday.) While-task procedure: A. twenty-fifth thirty-first 1. Write “Jul.25 May. 31” on the board. 2. Help the students find out the correct answers. B. When is your birthday? 1. Elicit the sentence by the revision 3. Ask: When is _______‟s birthday? 2. Practice C. Do a survey 1. Divide the class into groups. Students do a survey using the dialogue on the page. 2. Draw a big survey on the board, invite a student to do the recording. The groups take turns to report their results. January 2 February 4 March 5 April 1 May… … 1) Say the ordinal numbers from first to twentith, and to ninetieth 4) Look at the calendar try to say S1: Today is my birthday. My birthday is on___ . 1. Discuss how to read the dates on the board. (on the twenty-fifth of Jul. or on the twentieth-fifth of the July.) 2. Read the numbers correctly. 1.S1: Her/His birthday is on _________. 2. Work in pairs. S1:When is your birthday? S2: My birthday is _____. 1. Work in groups, ask and answer . 2. One student do the recording. The groups take turns to report their results. 3.PC P15. 3. Work in pairs to complete the dialogue orally. Post-task activity 1. Play the cassette 2. WB P14 3. Ask their parents‟ birthday. Board Design Feedback Module 2 Me, my family and friends Unit 3 A birthday Party Teaching P26 aim: 1. Asking “wh-”questions to find out various kinds of specific information about a person. e.g. Which car do you like? 2.Using the simple present tense to make requests e.g. I want a car. 3. Using indenfinite pron. To refer to objects. E.g. I like that one. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Review: tell to the class when your parents‟ birthdays are. 2.Review colours using classroom objects. While-task procedure: A.Which … do you like? 1. Show two toys cars with the different colour. Ask: What colour are the cars? Which car do you like? 2.Practice B. Say and act 1. Play the cassette. Listen and ollow. 2. Ask them to close their books. 1)What does Eddie want for his birthday? 2)Where do they go ? 3)Which car does Eddie like? 3. Practice C. Ask and answer Student‟s Activities Method Time 1. My father‟s birthday is … My mother‟s birthday is… 2.Ask and answer S1: What colour is/are… S2: It‟s/They‟re … 1. Try to answer: I like the red car(the red one). 2. Work in pairs. S1: Which …do you like? S2: I like the … 1. Listen and follow it. 2. Answer the questions 1)A toy car. 2)They go to the toy shop. 3) The red car. 3. Act out the dialogue using the objects Aid 1. Play the cassette. 2. Ask and answer by T and Ss. Which … do you like? Which one? 3. Practice 4. Invite pairs to report back. Post-task activity 1. PC P17 Now listen 2. WB P15 Board Design 1. Listen and follow it. 2. I like that one. The (yellow) one. 3. Work in pairs, look at picture2—5, use the dialogue in picture 1 to find out the items the partners like. 4. S1: Which…does…like? S2: He/She like … 1. Listening practice Feedback Which和What colour是两个区别的重点。也是一个混淆点，尤其是颜色的划线更是混淆了同学们的判断。于是，在关于定语的修饰上给同学进行了渗透。Which的提问还有单、复数的差别，确实存在着一定的难度。 Module 2 Me, my family and friends Unit 3 A birthday Party Teaching P27 aim: 1. Asking “wh-”questions to find out various kinds of specific information about a person. e.g. What are you doing, Eddie? 2.Using the present continuous tense to describe an action taking place at the time of speaking e.g. I‟m making some invitations. 3. Using possessive adj. to show possession E.g. This is your present. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Free talk 2. Revision 1) A memory game 2) “Wh-”question Student‟s Activities 1. Ask and answer 1) Remember classmates‟ birthdays, then tell to the class. Method Time Aid While-task procedure: 2）Ask and answer by A. invitations “Wh-” question. 1. Hold up the invitations, such as 1. Look and learn. wedding invitation and party invitation, to elicit the word. 2.This Saturday is Eddie‟s birthday Let‟s see what is Eddie doing? 3. Listen and follow it. Let‟s help him. 4.S1:When‟s Eddie‟s party? 3. Play the cassette. At What time? 4. Ask and answer B. How to make an invitation? 1.Ask them open their books. 1. Read the steps of makin g an invitation. 2. Ask one able student to teach 2. Learn the steps one by other students. one. C. Read and say 1. Listen and follow it. 1. Play the cassette. 2. Act out the dialogue. 2. Work in groups. 1. Follow the steps to makePost-task activity a nice invitation. 1. Distribute the drawing paper to each student. Ask them to 2. Send the cards to the follow the steps and make their friends. own invitation cards. 2. Send the invitation to their classmates. Module 2 Me, my family and friends Unit 3 A birthday Party Teaching P28 1. Asking “wh-”questions to find out specific information e.g. What am I doing? 2. Asking simple questions to obtain”Yes/No” responses e.g. Do you want a sandwich or a cake, Danny? 3. Using the simple present tense to express interests e.g. I don‟t like juice. Focus and difficulty: 1. Teaching procedures: Teacher‟s Activities Pre-task preparation: 1. Free talk 2. Revision 1) Review the verb. and verb phrases 2) Review the present continuous tense. 3) Ask: If you‟re hungry/thirsty, do you want … or …? While-task procedure: A. Look and say 1. Play the cassette. 2. Play a guessing game to elicit it. B. Ask and answer 1. Write “A birthday party” on the board. Draw a big table as well. 2. Play the cassette. 3. Work in groups Student‟s Activities Method Time 1) Say the verbs. 2) I „m __________. 3)I want_________. 1. Listen and follow it. 2. S1( Do an action) What am I doing? S2---S6: You‟re (writing. ) 1. the students come to the board and put the food or drinks pictures they like on the board. 2.Listen and follow it. 3. Do the role-play. aim: Aid Post-task activity 1. WB P16 2. PC P18 Module 3 Places and activities Unit 1 A day at school Language skills: Listening: Locate specific information in response to simple instructions or questions. Identify key words in an utterance by recognizing the stress. Speaking: Use modelled phrases and sentences to communicate with teachers and other learners. Maintain an interaction by providing information in response to factual questions. Reading: Locate specific information in a short text in response to questions. Writing: Develop written texts by adding personal ideas and information when a model or framework is provided. Period 1 Language focus: Using nouns to identify objects. Using the introductory „there‟ to express facts. Using numerals to show quantities. Procedures Contents Methods Purpose Pre-task Daily talk Teacher does it with procedure the students. Sing a song Sing “Our school” While-task Talk about our Talk about our own procedure own school. school using some questions: 1. Is our school big? 2. Is our school clean? 3. Do you see some flowers and Oral competition Look and read Read and write trees? 4. Do you think our school is beautiful? 5. Do you like our school? Invite some more able students to say something about our own school. Tell the students: today Wendy will introduce her school to us, let‟s listen to the tape, then ask some questions about it: 1. Is Wendy‟s school big or small? 2. Who is her teacher? 3. How many children… 4. How many fans… Introduce: hundred floor cupboard Explain to students that when they count the number of floors in a building, they do not include the ground floor. Ask the students to look at the two tables in Read and write. Students read the passage again to find out the amount of each item in the tables. Post-task activities Assignment Students work in pairs to check answers, e.g. How many…are there in Wendy‟s school? … There are… Divide the class into groups. Distribute a sheet of drawing paper to each group, Ask the students to draw the floor plan of their ideal school. Encourage the more able students to write some sentences to describe their own ideal school. Workbook page 17 Listen and read. Do a survey about our school and class. Feedback 序数词的运用和基数词是个难点，学生很容易混淆，同时，the后加序数词也是个重点。要进行强化练习。 Period 2 Language focus: Using the introductory „there‟ to express facts. Asking „How‟ questions to find out the quantity. Procedures Contents Methods Purpose Pre-task Sing a song < Using nouns to identify events. Using the simple present tense to express interests, feelings and opinions. Using adverbs to indicate sequence. Procedures Contents Methods Purpose Pre-task Songs Sing a song. preparation Greetings Do some daily talk with the students. While-task Introduce Put my timetable in my procedure “timetable” notebook, ask “What‟s in my notebook? Have a guess.” To elicit “timetable” Stick my timetable on the blackboard, and talk about it. Ask “Where‟s your timetable?” and “What Introduce the subjects have you got?” to subjects Listen to “Look and Read” Questions about “Ben‟s timetable” It‟s… to… e.g. It‟s two to two. introduce the subjects by showing the different textbooks or some classroom objects. Play the recording. Students listen and follow in their books. Give the students a few minutes to read the text silently. Ask: 1. How many lessons does Ben have every day? 2. Which day does he like? 3. Which subject does he like? 4. What time does he…? Invite individuals to answer my questions 1. Introduce the time by showing a clock face, and practice more. 2. Ask the students to look at the pictures in Look and Write. Give them a few minutes to decide which subjects the pictures represent. The students write the words in the blanks. Divide the students into groups. Ask each group to write a day‟s timetable on the blackboard. e.g. Group One writes the timetable for Monday. Remind the students not to refer back to their timetable in their handbooks. Groups check against each other‟s work. Ask the students to do “Ask and answer” in pairs, then invite some pairs to Post-task activities Assignment Feedback 课程的单词相对有些难度，尤其是体育的拼写，所以在教学时根据音标进行了拼写练习，同时，就for和to的用法进行了分析。 Period 4 Language focus: Using the simple present tense to express habitual actions. Using the simple present tense to express simple truths. Using prepositions to indicate means. Procedures contents Methods Purpose Pre-task Song Sing a song. report back. Group work: write a day‟s timetable Ask and answer Design the ideal Encourage the students to timetable design their ideal timetable for a week in groups. Ask them to think of the subjects they like, the number of breaks they want and the time, etc. Listen and read Write a day‟s timetable Workbook page 18 preparation Greetings Daily talk While-task How do you go to procedure school? I go to school by… Means of transport Look and Learn Look and Say Questions about ”Look and Say” Students greet each other. 1. Ask the students: How do you go to school? To elicit : I go to school by… 2. Review and introduce means of transport by showing the pictures the students collected. e.g. taxi, tram, ferry car… Play the recording, students listen and repeat. 1. Play the recording,. Ask the students to find out how each character goes to school, students listen and follow in their books. 2. Ask the students to close their books. Ask the students to close their books. Ask: How does… go to school? Allow the less able students to answer my questions by holding up an appropriate picture to show the means of transport or by saying: By… Prompt the more able students to say… goes to school by… Students work in groups to find out how their group members go to school. Ask the students to look at the bar chart in Do a survey. Ask each group to draw a similar chart to show how their group Post-task activities Do a survey members go to school. Ask the students to follow the sample sentences in Do a survey and write a report. Groups take turns to report back. Encourage the students to make a dialogue using new sentences. Assignment Workbook Page 19 Feedback 交通工具的提问是不存在什么问题的，但是同意句的转换还是有很大难度，比如I go to school on foot.= I walks to school.等。 Period 5 Aims: 1. Review the old lessons. 2. Have a dictation. 3. Do some exercises. Procedures: 1. Revision: Words and sentences. 2. Have a dictation. 3. Exercises: A. Translate: (1). on the first floor (2). some offices (3). a hundred children (4). four fans (5). every day (6). seven subjects (7).Chinese and English (8). a quarter to twelve B. Sentence: (1). There are two floors in my school. (How many) (2). There are one hundred children in my school. (question) (3). I like Chinese. (Which) (4). He has English at two o‟clock. (What time) Unit 3 Follow the signs Language skills: Listening: Locate specific information in response to simple instructions or questions. Identify main ideas. Speaking: Use modelled phrases and sentences to communicate with teachers and other learners. Reading: Locate specific information in a short text in response to questions. Identify main ideas from a text with teacher support. Writing: Develop written texts by putting words in a logical order to make meaningful phrases or sentences. Gather and share information, ideas and language by using strategies such as brainstorming, listing. Period 1 Language focus: Learners identify signs and rules. Learners talk about the rules and signs usually found in a swimming pool. Procedures Contents Methods Purpose Pre-task Rhyme Say the rhyme. procedure Greetings T-S Song < Period 2 Language focus: Using the present continuous tense to describe an action taking place at the time of speaking. Learners talk about the rules and signs usually found in a park. Procedures Contents Methods Purpose Pre-task Say the rhyme Say the rhyme together. preparation Daily talk Do it in pairs. In a park T: (show a picture) S: (say some rules for the park) While-task In the park Tape procedure S: (listen) S: (repeat) Questions about T: When do they go to the the text park? What time does a girl come? What time does a man come? What signs can you see in Post-task activities Assignment the park? Students stay in groups to Act out the practise acting the dialogues dialogue “In the in “Look and Say”. park” Use the dialogue to talk about other things which are prohibited in the park. Make some Ask the students to think of bookmarks some rules and signs for the parks. Students write a prohibition and a sign on a rectangle piece of paper and make a bookmark. Listen and read Grammar Practice Book 5A page 35 Feedback 祈使句与you can‟t的转换是本节课的一个主要内容，同时，我还加入了no+ing的一个练习。 Period 3 Language focus: Using the present continuous tense to describe an action taking place at the time of speaking. Using prepositions to indicate position/place. Procedures Contents Methods Purpose Pre-task Songs Sing a song. preparation Greetings Do some daily talk with the students. While-task Introduce Country T; (show a picture) Which procedure Park Country Park do you like? Ask Ss to draw pictures. Tell the students that the Lis are going to have a Introduce the picnic in the Country Park. background T:(ask the students to put in order) Post-task activities Assignment Ask the students to look at the pictures in Look and Put the sentences Talk. in order Ss: (work in pairs to match Look and talk the sentences and the pictures) Read and write Invite pairs of students to read the story to the class. Read the story Write a new story T: Ask the students into groups. Ss:(discuss and write) Listen and read Grammar Practice Book 5A page 35 Feedback North, south, east, west表示方位的词进行了补充，同时，教授in the … of Period 4 Language focus: More oral practice. Procedures contents Methods Purpose Pre-task Greetings T-Ss preparation Daily talk While-task Look and Say Tell the students read: procedure Rose and Kitty‟s dialogue Ask: How many children are there in their school? Which subject does kitty like? How does Kitty go to school? Invite the students to read and act out. Read the dialogue Post-task activities Look and Say Read together. Talk in pairs like “Look and Say” Act out the dialogue. Assignment Listen and read. Recite. Period 5 Aims: 1. Review the old lessons. 2. More oral practice. Procedures Contents Pre-task Daily talk preparation Revision While-task procedure Ask and answer Post-task Dialogue Methods Act out the dialogue. Ask and answer. 1. Introduce: Ben and Kitty are in the supermarket. They are buying some food for a picnic. 2. Listen to the recording. Students listen and repeat. 3. Ask and answer: What do you want? What food do you want? What drinks do you like? How much money have you got? 1. Work in pairs. Purpose activity 2. Act out the dialogue. 3. Make a new dialogue and write. Assignment Listen and read. Write: In the supermarket. Period 6 Aims: Reviewing the old lesson. More oral practice. Have a dictation. Do some exercises. Procedures Contents Methods Revision 1. Read and 1. Read together. write. 2. T say Ps follow. 2. Words and 3. Read together. sentences. 4. Underline these 3. Listen and sounds in these circle sentences. 5. Put the words in the right columns. 6. Read together. 7. Ask and answer. More oral 1. Look and say. 1. Work in pairs. practice 2. Ask and 2. Make a answer. dialogue. 3. Act out. Have a Words and Listen and recite. dictation. sentences. Do some 1. Match and 1. Look at the signs. exercises write 2. Ask and answer. 3. Read and write. Purpose 2. Match, write and put the pictures in the right order. 3. Look and write. 1. Read the sentences. 2. Match the pictures and the sentences. 3. Read the story. 1. Look at the pictures. 2. Do the exercises orally. 3. Fill in the blanks. Assignment Listen and read. Revision. Module 4. The nature world Unit 1 Wild animals Teaching P44 Using the simple present tense to express simple truths Using modals to talk about ability Focus and difficulty: aims: Modal verb:can The simple present tense Teaching procedures: Teacher’s Activities Student’s Activities Method Time Aid Song Greetings Daily Talk Sing T-Ss Talk about the animals they like and describe it Animals on a farm Introduce: jungle Look and read Ask and answer 让学生自由的运用所学的知识介绍在农场内或在森林中的各类动物。提高2) Ask: What animals can you 学生的英语口语表达能力。 see on a farm 1) T: show pictures / in a jungle? 1) Invite individual students to provide a few examples of each. 2) Introduce: jungle 3) Ask the students to put pictures of domestic animals and wild animals. 4) Review: monkey 5) Ask: Where can you find a monkey? to elicit: in a jungle in a zoo 1) Listen to the tape. 2) Students follow in their books. 1) S: Work in pairs to answer the questions. 2) Invite pairs of students to do a role-play. 1. Workbook page 24 1) Students work in pairs to complete the dialogues. 2) Read and act the dialogues. Grammar Practice Book 5A page 36 教后感： 在这一课中主要介绍了猴子这种动物，它的外表特征以及生活习性，句子的结构主要是It is… It can… It has… It likes… 这几类句子的一般疑问句以及肯定和否定回答，这些是本课的重点也是本课的难点。特别是Does it like….? 学生较多的回答Yes, it likes.很容易范此类的错误。 Module 4. The nature world Unit 1 Wild animals Teaching P45 Using modals to talk about ability Using the simple present tense to express interests Using simple questions obtain ‘Yes/ No’ responses Focus and difficulty: aims: Using simple questions obtain ‘Yes/ No’ responses Teaching procedures: Teacher’s Activities 1. Sing a song 2. Daily Talk What can… do? Student’s Activities S: Sing and act Method Time Aid 1) Ask the students to make a list of wild animals They can… 2) Ask and answer 1. Introduce: crocodile 2. Look and say 3. Act the story out 4. Ask and Answer 5. Poem 1) Use the word and picture cards to introduce 2) Read: crocodile 3) Invite the students to describe the animals 1) Play the recording: Look and say. 让学生分别扮演课文中的三个角色，学生自编对话并表演体验学习英语的乐趣。 2) Students listen and repeat. 3) Read the story in role-play. 1) Invite some groups of students to act In front of class 1) Ask the students to answer the questions in Ask and answer. 2) Work in pairs 1) Play the recording: Poem 2) Ask the students to write the new poem 3) Students discuss and write Workbook Page 25 1) Students read and complete the dialogues orally in pairs 2) Select pairs to read and act the dialogues 3) Students complete the task individually Grammar practice book 5A page 37 教后感： 本课是上一课的延续，本课也充分体现了牛津英语的特点，简短有趣的故事，生动活泼的语言，让学生在故事中学习语言，在故事中运用语言，在教学的过程中教师对学生的故事表演做一定的指导，也可通过提问回答的形式帮助学生对课文的理解。 Module 4. The nature world Unit 1 Wild animals Teaching P46 Using modals to talk about ability Asking ‘Wh-’ questions to find out various kinds of specific information about an animals Focus and difficulty: Using simple questions obtain ‘Yes/ No’ responses aims: Using ‘Wh-’ questions to find out various kinds of specific information about an animals Teaching procedures: Teacher’s Activities 1.Song 2.Daily Talk Student’s Activities 1) Sing an English song 2) Talk about the wild animals Method Time Aid 1.Look and write 2.Draw and write 3.Read a poem 1) Ask the students to read the table of animals in Look and write 2) Tick the animals they can see. T: Can you see a crocodile? S1: Yes, I can. ( No, I can’t. ) 1) Read: Draw and write 2) Write about an animal in the picture in Look and write. This is a ________. It is ________. ( size ) It is ________. ( colour ) It lives in…( Where does it live? ) It can…( What can it do? ) It eats ______. (What does it eat? ) 1) Play the recording: Read a poem 可让学生看图相互之间进行pair work，运用所学的知识对各类动物的特点进行描述，再进行选择一种动物进行叙述。 2) Students listen and follow in their books 3) Invite individual students to read the poem. Workbook Page 26 1) Read the questions about a monkey and Cirle the answers. 2) Check the answrs. Grammar Practice Book 5A page 38 and 39. Consolidation Grammar Practice Book 5A page 38 and 39. 本课的重点在于语言知识的运用，是让学生选择一种动物进行描述，对于本篇写作，教师可采用分层的形式，对于有一定能力的同学，可让他们进行适当的扩展，充分运用所学的知识量，对于一般的同学可让他们仿照课本上的内容来写。 Module 4. The nature world Unit 2 Butterflies Teaching P47 Using the simple present tense to express simple truths Using adjectives to describe objects Using nouns to identify objects Focus and difficulty: Using adjectives to describe objects Using nouns to identify objects Teaching procedures: Teacher’s Activities Warm-up 1. Ask and answer 2. Say the poem like page 46 Revision 1. True or false Student’s Activities Ask and answer Say the poem like page 46 2. Photocopiable page 34 for each group of students Method aims: Time Aid a. sweet bread b. green 3. Invite individual students bring c. jungle monkey d. Wild fire to draw insects on the board. Ask: What’s this?/What’s that? To elicit: e. arms animals f. this This is/That is a … or I don’t thin 2. Change the sentences a. It’s a brown monkey. b. They are black and white. c. I want the red dress. Make an enlarged copy of Photocopiable page 34 for each group of students. Remind students to bring some felt pens or crayons. Cue the cassette. Look and say know. 4. Play the recording: Look and say. Students listen and follow in their books. 5. Play the recording again. Students listen and repeat. 6. Say: Look at the butterfly in your book. Is it ugly or beautiful? To elicit: It’s beautiful. Say: Look at the big cocoon in your book. Invite individual students to draw a cocoon on the board. Encourage the students to guess what a cocoon is. Introduce: cocoon. 7. Draw a butterfly on the board. Point to different parts of the butterfly and ask: What’s this ?how do you spell that in English? 8. Divide students into groups. Make an enlarged copy of Photocopiable page 34 for each group. Students word in groups to make a poster by labelling different parts of the butterfly. Remind the students to share the word among the group. Let them choose which members of the group do the colouring or the writing, etc. Themselves. 9. Encourage the students to give a title to their poster. 10. Encourage the more able students to make similar posters of different topics, e.g. insects, animals, plants, 1. Mount your students’ work on the display board. 1. Read the text. 2. Copy and recite the words: butterflies, know, etc. 1. A spelling game a. Split the class into two groups. The two groups take turns to point to an object in the classroom and ask: How do you spell that in English? The other group gains one mark for providing a correct answer. b. Give the students ten to fifteen minutes to play the game. c. Students can also play the game in groups or in pairs. ugly, let’s=let us, cocoon, 1. Read the text. spell, in English. 2. Copy and recite the words: butterflies, know, ugly, let’s=let us, cocoon, spell, in English. Feedback 本课的一个重点就是How do you spell that in English?在课堂中，就介词这个板块也进行了巩固性练习，但学生的反馈不是很理想。 Module 4. The nature world Unit 2 Butterflies Teaching P48 Using imperatives to give instructions Using the simple present tense to express interests Focus and difficulty: Using the simple present tense to express interests aims: Teaching procedures: Teacher’s Activities Warm-up Revision 1. T or F Student’s Activities Ask and answer Do the exercises. Method Time Aid Butterfly sun ( ) egg leaves ( ) Insect white ( ) grow open ( ) Come cocoon ( ) Draw a series of 1. Introduce: caterpillar pictures similar to the 2. Play the recording: Look ones in the Student’s Book, on the board, to show the grown of a butterfly. 1. Ask the students to look at the pictures in Point, ask and answer. 2. tell their partners what the pictures represent using the and read. Students listen and follow in their books. Look and read dialogue in Point, ask and answer. 3. Clean the board. Invite students to draw: caterpillars, cocoons, eggs and butterflies on the board. 4. Ask the students to close their books. Tell the class that they are going to use the pictures on the board to show the life-cycle of butterflies. Encourage the whole class to arrange the pictures in the right order. 5. Display the Wallpicture for page 48. Encourage the more able students to talk about the life-cycle of butterflies. Ask the following questions to guide the students: a. Where do butterflies lay Point, ask and answer eggs? b. What will the eggs become? c. What do caterpillars eat? d. What do caterpillars make? e. What do we call these little houses? Point to the pictures on f. What comes out from a the board. Ask: a. What’s this? b. What’s are these? c. How do you spell that in English? cocoon? 6. Provide some vocabulary items on the board for the intermediate and less able students. Students work in pairs 1. Distribute a copy of to ask and Photocopiable Photocopiable page 35 to each student. Ask the students to match the negatives with the pictures. 2. Allow the less able students to match the pictures in pairs. Invite pairs of students to match the 1. read 2. copy and recite: insect, lay, lay eggs, become, caterpillar, grow, come out pictures orally, using the first question. The rest of the class check answers. 3. Students stay in pairs. They take turns to ask or spell the words, using the second question. Students complete the crossword individually. Feedback 这篇课文在本学期中也是最难得之一，词汇量大，而且集中了一般现在时的句型，而且我们班级的学生基础很是薄弱，所以在课堂中能够很好读会课文的学生都不多。同时，在一般现在时的讲解中，许多学生都与现在进行时相混淆，所以，在后面的练习课中要加以巩固。 Module 4. The nature world Unit 2 Butterflies Teaching P49 Using the simple present tense to express semple truths Using proper nouns to refer to places Focus and difficulty: aims: Using proper nouns to refer to places Teaching procedures: Teacher’s Activities Warm-up Revision Make a butterfly Ask: Have you got any questions? Play the recording: 1. Ask the students to read the instructions in Make a butterfly. Student’s Activities Method Time Aid Topic: How do butterflies come out? 1. Listen and write. Feeler body wing cut out use practice oxford 2. Change the sentences. a. I like the red and black insect. b. Andy needs the long paints. Make a butterfly. Divide the class into Introduce: use; cut out groups. Distribute a sheet of drawing paper 2. Students listen to the to each student. Ask recording. the students to follow 3. Play the recording again. the instructions in the Student’s Book Students listen and repeat. and 4. Ask each student to make two identical butterflies. 5. Students stay in groups. Ask the students to put the their butterflies on the group’s desk. Ask the students to talk about the butterflies they like and dislike, using the dialogue in Make a butterfly. 6. Invite individual students to report back. They tell the class the butterflies their group members like and dislike. Ask: Which one does (name) like? make butterflies. 1. Distribute a piece of polystyrene board to each group. Ask each group to follow the instructions on Photocopiable page 36 and make a model. Encourage the students to add flowers and grass. Encourage the students to share the work among themselves. 1 Distribute a copy of Photocopiable Page 36 to each student. Ask the students to follow the instructions and stick their two identical butterflies on a piece of thread. Then students tie their butterflies on a piece of string. Ask them to tie each end of the string to a long thick chopstick. 2. Encourage the students to talk about their butterflies using the dialogue in Step 6. 3. Display the students’ models in the classroom. 4. Encourage the students to look at the models and talk Photocopiable 1. Read 2. Recite the words and sentences: use, cut out about the butterflies they like and dislike, using the dialogue in their Student’s book. Module 4. The nature world Unit 3 Parks and places in China Teaching P50 Using the simple present tense to express semple truths Using prepositions to indicate place Using proper nouns to refer to places Focus and difficulty: Using prepositions to indicate place Using proper nouns to refer to places Teaching procedures: aims: Teacher’s Activities Warm-up Revision Point and say 1. Ask the students to look at the pictures in Student’s Activities Topic: Where do you go in your holiday? 1. fill in the blanks. Garden lake square river park tower century radio museum bund 2. Change the sentences. a. I am going to school.(一) b. He plays with the dog everyday.（一） Method Time Aid 3. Point to a picture on the wallpicture and ask: Do you know this place? to elicit: I know this place. /I don’t know this place. Point and say. Students 4. Introduce: place. then put a tick or a cross to show whether 5. Introduce: Tiananmen Square, Yu Garden, West Lake, San Ya, they know or do not know a place. 2. Point to the map on the wallpicture . ask: Where is Tiananmen Square? Is it in Shanghai? Is it in Beijing? To elicit: It’s in Beijing. Li River and Ocean Park. 6. Play the second dialogue in Point and say. Students listen and follow in their books. 7. Ask the students to make postcards by sticking the pictures or photographs onto a small piece of drawing paper. Ask the students to write the name of the place on the back of their postcard. Introduce more places in China to the more able students: Science Museum, Shanghai Zoo, Shanghai Museum, the Bund, Shanghai TV and Radio Tower, the Century Park. 8. Divide the students into pairs. Ask them to do the role-play of a tourist and a shop assistant. The tourist is choosing some Divide the class into postcards in a shop. Asking the students to talk about the places using the two dialogues in Point and say. 9. Remind the students to use the right preposition, e.g. on Hainan Island, in Shanghai. groups. Ask the students 1. Ask the students to stick their to put their postcards or photographs on the pictures on the drawing paper and make a brochure for the tourists. Allow the students to arrange their pictures and postcards in a way they like. For example, they can introduce the places they like most first. 2. Encourage them to write a few sentences to describe the places. For example, Do you know this place? It is (a place). group’s desk. Tell them to put pictures or postcards of the same place together first. 1. Read 2. Copy and recite the words: place, in China, Tiananmen Square, Yu Garden, West Lake, San Ya, Li River, Ocean Park, Science Museum, Century Park, Shanghai TV and radio Tower, the Bund Feedback It is beautiful. It is on/in (a place). You can go there by (a mode of transport). Etc. 3. Encourage the students to exchange their work. Put their brochures into the class library. 特殊名词的大小写是考试的一个重点内容，所以在新课时我就进行了区别，还请了个别同学到黑板上进行书写，利于记忆。同时，岛屿用on也进行了强调。 Module 4. The nature world Unit 3 Parks and places in China Butterflies Teaching P51 Using modals to ask for permission Using predicative adjectives to describe conditions Focus and difficulty: Using modals to ask for permission Using predicative adjectives to describe conditions Teaching procedures: Teacher’s Activities Warm-up Revision Student’s Activities Topic: Where are you going? 1. listen and choose a. break bread b. house horse c. listen lesson d. Signs Science e. seals seas f. Shark sharp g. pool poor h. Method aims: Time Aid Look and read Dive drive 2. change the sentences a. We can see the fishes.（特）（一般） b. Don’t go to the Ocean Park.（两种肯定句） c. I am going to Hong Kong.（特） 2. Ask the students if they have visited and Ocean Park there. Divide the class into groups. Ask the students to look at each other’s pictures of Ocean Park. Walk round the class. Ask the students if they know the English names for any of the attractions. Make use of your students’ 1. Divide the students into six groups. Ask each group to design a sign for one of the places listed in their books. Invite a member from each group to draw a sign on the board. The rest of the students grass the pictures to introduce some of the attractions in Ocean Park, e.g. Ocean Theatre, Shark Aquarium, etc. Ask: What animals can you see in Ocean Park? Introduce: shark, dolphin and seal, using the Word and Picture Cards. 3. Ask the students to look at the map of Ocean Park in their Student’s Book. Ask: Where can you see the (animals/plants)? Introduce: Fish Aquarium, Shark Aquarium, etc. Ask the students to repeat after you. 4. Play the recording: Look and read. Students listen and follow in their books. place each sign represents. Ask and answer 1. Play the recording again. Students listen and repeat. 2. Divide students into pairs. Ask the students to do the role-play using the map and the dialogue in Ask and answer. Remind the students to refer to the words given in Ask about. 3. Invite pairs of students to act the dialogue in front of the class. Ask the class to listen carefully and check if their classmates are suggesting the right place to go. 4. Divide the class into groups of six. Distribute a copy of Photocopiable 1. Read 2. Copy and recite: map, , Aquarium, shark, page 37 to each student. Tell students that they are going to do the recording. Each member in a group introduces an attraction. Ask the group leader to read the opening. dolphin, seal, theatre, 5. Play the recording. Students listen and vote for the best group. Module 4. The nature world Unit 3 Parks and places in China Teaching P52 Using the present continuous tense to describe an action taking place at the time of speaking Focus and difficulty: Using the present continuous tense to describe an action taking place at the time of speaking aims: Predict the meaning of unfamiliar words by using context or picture cues Teaching procedures: Teacher’s Activities Student’s Activities Method Warm-up Revision Look and read Topic: In Ocean Park 1. Jane is going to the Fish Aquarium. 2. They are going to the restaurant. 3. I go to the Yu Garden every Saturday. 4. We are going to the dive pool by bus. 5. She can see some island. 1. How do you go to Ocean Park? To elicit: I go to Ocean Park by… Tell students that they are going to listen to a Time Aid Ask and answer story about Janet and Simon’s visit to Ocean Park. 2. Play the recording: Look and read. Students listen. 3. Introduce: tower and island, using the Word and Picture Cards. 4. Play the recording again. Students listen and repeat. 1. Ask the students to read the questions in Ask and answer. 2. Students wok in pairs to give an answer to each question. 3. Distribute a copy of Photocopiable page 38 to each student. Ask the students to read the story in their books again and to write a similar story about 1. Read 2. Copy and recite: visit, catch, at the top of , from, from…to, high. their visit to a park. 4. Allow the students to work in pairs to complete the task. 5. Invite individual students to read their story to the class. 6. Put all your students’ work together in a folder and keep the folder in the class library. 7. Spot the differences a. Distribute a copy of Photocopiable page 39 to each student. b. Divide the students into groups. Ask them to look at the pictures on their sheet and spot the differences. Encourage them to take turns to tell their group member. c. Students complete the task. d. Invite individual students to write on the board. e. Students who can spot all the differences are winners. Feedback 这是一篇很好的阅读课文，涉及的句型也比较多，有利于学生进行系统的运用，同时，本课涉及了很多的介词词组填空等，让每位同学得以复习。在课文中出现的diver一词也很容易与driver一词混淆，所以在课堂中进行了对比，收效甚大。 因篇幅问题不能全部显示，请点此查看更多更全内容
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